How does online peer feedback improve argumentative essay writing and learning
TLDR
This paper investigated the effects of unscripted, scripted and guided online peer feedback on students' argumentative essay writing, argumentative feedback quality and domain-specific knowledge acçusation.Abstract:
This study investigates the effects of unscripted, scripted and guided online peer feedback on students’ argumentative essay writing, argumentative feedback quality and domain-specific knowledge ac...read more
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The Cambridge Handbook Of The Learning Sciences
TL;DR: The cambridge handbook of the learning sciences is universally compatible with any devices to read and an online access to it is set as public so you can download it instantly.
Journal ArticleDOI
Worked example or scripting? Fostering students’ online argumentative peer feedback, essay writing and learning
TL;DR: The authors compared the effects of worked example and scripting on students' argumentative peer feedback, essay and learning qualities, and found that worked examples and scripting had a negative effect on student's argumentative skills.
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Peer feedback or peer feedforward? Enhancing students’ argumentative peer learning processes and outcomes
TL;DR: In this article, the authors compared the effects of support for peer feedback, peer feedforward and their combination on students' peer learning processes, argumentative essay quality and domain-specific learning.
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Modeling students’ voice for enhanced quality in online management education
Leonidas Efthymiou,Alex Zarifis +1 more
TL;DR: In this paper, a transferable model for online learning based on the principles of social constructivism is proposed, aiming to facilitate educational inclusion, quality enhancement, and promote the benefit of learners.
References
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Journal ArticleDOI
Facilitating Learning in Multidisciplinary Groups with Transactive CSCL Scripts.
TL;DR: Interaction effects for the transactive memory and discussion scripts on transactive knowledge sharing and transfer showed interaction effects, and transactiveMemory and Discussion scripts individually, but not in combination, led to better quality demonstrated in both joint and individual problem solutions.
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Promoting Argumentation Competence: Extending from First- to Second-Order Scaffolding Through Adaptive Fading
Omid Noroozi,Omid Noroozi,Paul A. Kirschner,Paul A. Kirschner,Harm J. A. Biemans,Martin Mulder +5 more
TL;DR: This paper presents a guideline for second-order argument scaffolding using diagnosis of the student’s internal argumentative script and offering adaptive external support and various fading mechanisms to ensure that learners actually understand, learn, and apply targeted argumentation activities in similar situations.
Book
Argumentation in Higher Education: Improving Practice Through Theory and Research
TL;DR: Professors (new and experienced), lecturers, researchers, professional developers and writing coaches worldwide grappling with this question will find this accessible text to be an extremely valuable resource.
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A Reciprocal Peer Review System to Support College Students' Writing.
TL;DR: The design of a reciprocal peer review system for students to observe and learn from each other when writing is reported, revealing that these six processes helped students externalise and visualise their internal writing processes so that they could observe and learning from peers in writing as well as support peers in making text revisions.
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Creating a Contrastive Rhetorical Stance: Investigating the Strategy of Problematization in Students' Argumentation.
TL;DR: This paper investigated undergraduate students' efforts to portray a contrastive stance through the strategy of problematization in argumentative essays and compared how writers of high-rated and low-rated essays problematize issues in more or less effective ways.